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TARBIYA: Journal of Education in Muslim Society, 5(2), 2018, 126-134

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TARBIYA: Journal of Education in Muslim Society, 5(2), 2018 | DOI: 10.15408/ tjems.V5i2.10622

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TARBIYA: Journal of Education in curriculum
Muslim Society, 5(2), 2018
Introduction (2012), teachers’ (6) communication
development, (4) with students, (7)
competence are
The essence of educational activities, assessment and
knowledge, skills and
education is the (5) students’ potential evaluation.
attitudes which are
learning process. The development,
indicated by In 2015, the
quality learning is the
intelligent and Teacher Competence
key factor in shaping
responsible behavior. Test (Uji Kompetensi
the nation's good
The Constitution of the Gurul PKG) showed
generation with
Republic of Indonesia disappointing results.
excellent intellectual
Number 14 in 2005 The national average
and spiritual
on Teachers and of PKG is 53.02,
potential. The quality
Lecturers stated, while, the
of learning is mostly
“Teacher competence government targeted
influenced by the
include pedagogic, the average score at
quality of teachers.
personality, social, and 55. The average of
According to
professional teachers’ pedagogic
Barnawi and Arifin
competence obtained competence was
(2012), quality
through professional 48.94, and the score
learning can only be
education.” of professional
facilitated by
According to Alfia competence was
teachers with good
(2014), pedagogic 54.77 (Musfah,
skills and high
competence is a 2011). Teacher
competence that competence,
Teachers are the typically characterizes especially the
focal points in and distinguishes the pedagogic one, still
teaching learning profession of teachers needs a lot of
process as they who from other attention. The School
directly interact with professions. of Master Teacher
students in the (SMT) training of
Regulation of the
classrooms Indonesian Teachers
Minister of National
(Fathurrohman & School (Sekolah
Education Number 35
Suryana, 2012). It is Guru IndonesialSGl)
in 2010 on Technical
no exaggeration to focuses on improving
Guidelines for
say that the future of teachers’ pedagogical
Implementing the
society, nation and competence.
Functional Position of
state is determined by Instructional
Teachers and their
them (Sumarso, competence is
Credit Scores,
2016). The influenced by many
enhancement of variables (Singh,
competence consists
education should 2010). Competence is
of seven
therefore place a a process, not an
competencies, namely
greater emphasis on endpoint for novice
(1) mastering the
teachers’ quality. teachers, but as a part
characteristics of
of the process of
Being a teacher students, (2)
becoming a
requires good educational principles
professional teacher
competence. and theories of | DOI: 10.15408/ tjems.V5i2.10622 (Arnesen, 2010).
According to Novauli
This is an open access
learning, (3)
article under CC-BY-SA license (
theof Education in Muslim Society, 5(2), 2018
principal and 2
students of the
In collecting the Elementary School
data, the researchers Kedung Waringin
did observation, 04. The researchers
interviews, and also collected some
documentation. documents such
They applied the
observation method.
The researchers took
part in the SRI SMT
training as
facilitators whose
functions as the
instructor, speaker,
coach, and treasurer
of the training
program in
Bojonggede, Bogor.
The data observed
directly in the field
were (1) the
activities of teachers
participating in the
training, from the
beginning of the
meeting to the end,
and (2) learning
methods conducted
by facilitators in the
The sources of
(informants) were
the chairman of
facilitator, namely
Ayu; a SMT
Facilitator in
Parung; the
themselves as SMT
facilitators in
Bojonggede; and 4
SMT teachers in | DOI: 10.15408/ tjems.V5i2.10622
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TARBIYA: Journal of Education in Muslim Society, 5(2), 2018 | DOI: 10.15408/ tjems.V5i2.10622

This is an open access article under CC-BY-SA license (
TARBIYA: Journal of Education in Muslim Society, 5(2), 2018
as the profile of SMT, not only demand the Recognition of was presented in the
lesson plans (Rencana instruction, but also students’ first session of the
Pelaksanaan characteristics
personal development Effective Class on
Pembelajaranl RPP), (Irwantoro & According to the first day. The
observational data of Suryana, 2016). The Atwi (2014), the facilitator gave an
teaching learning curriculum of SMT initial characteristics explanation of the
process, and are the types and
training was designed
participants' CSI characteristics of characteristics of
more practical with
(Customer students before learning styles and
the proportion of 80%
Satisfaction Index) participating in identification of
practice and 20%
data of the training learning. These friends' learning
theories. The SMT
as the supporting characteristics affect styles. Moreover,
program was held for
data. The study was the achievement of within the course, it
3 months (+ 90 hours),
conducted in April to learning objectives. was also explained
every Sunday. The
November 2017. The SMT training that the goal after
materials obtained on
provided the participating in this
Sunday were
materials about learning activity, the
Results and immediately practiced
mastering the participants could be
Discussion on Monday to
characteristics of able to identify the
Saturday in teaching
The SMT learning activities. students in the learning styles of
training was a course of Effective their friends.
training aimed at The SMT Class. Learning style Based on the
helping teachers to program consisted of is one of the learning teaching observation
develop their 12 face-to- face characteristics conducted by the
pedagogical meetings starting related to absorbing, researchers on
competence. Kaswan frOrri Studium processing, and Maryanti with her
(2013) stated that General (SP), Military conveying the approximately 38
training is a process Super Camp (MSC), information (Kartika, students (January 25,
of increasing (lecture) classes for 6 2014, 2017), the pedagogic
knowledge, meetings (Effective p. 3). Students’ competence had been
improving skills, and Class 1, Reflective learning styles are applied well. She
changing attitudes so Class 1, Effective varied. Some taught the Islamic
that they can work Class 2, Creative Class students learn subject in the 2°‘
more effectively. 1, Creative Class 2, something by seeing Grade with a variety
Teacher and Reflective Class others do it, some of innovative
professionalism is 2), social projects, just by listening, and learning models.
influenced by summative tests, some by being
regulations, school Classroom Action directly involved — In innovative
classrooms and Research (CAR), and i.e. Visual, Auditory, learning, students
communities, and graduation. and Kinesthetic involve themselves
teacher education (VAK). The teacher actively and are not
The development
curricula (Brundett & should notice well only objects
of teacher's pedagogic
Silcock, 2002). the characteristics of (Shoimin, 2014).
competence could be
students so they can Maryanti's methods
Pedagogic elaborated through
determine learning are very diverse,
competence is needed the following
strategies. including contextual
by teachers because indicators:
learning method,
they face students who http://journaThis .php/tarbiya | DOI: 10.15408/ tjems.V5i2.10622
131-134 singing, discussing,
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questioning- TARBIYA: Journal of Education in Muslim Society, 5(2), 2018
answering (QA),
lecturing, and doing
make a match. The
students were very
enthusiastic in
following the
instruction delivered
by their teacher. | DOI: 10.15408/ tjems.V5i2.10622

This is an open access article under CC-BY-SA license (
TARBIYA: Journal of Education in Muslim Society, 5(2), 2018 | DOI: 10.15408/ tjems.V5i2.10622

This is an open access article under CC-BY-SA license (
TARBIYA: Journal of Education in were
Muslim Society,
used 5(2),at2018 one
Mastery of and answer, lectures, Curriculum
time. So, the students development
educational and make a match.
principles and Maryanti did a good are very facilitated and
The teacher must
theories enthusiastic in
learning process. For make a lesson plan
listening to the teacher.
SMT training example, she used the (Rencana
provided the material singing method by Pelaksanaan
in the second session giving the sticks to Pembelajaran/PPP)
of the Effective Class students and sang before teaching
on the first day. The together with them. learning activities.
facilitator delivered When the teacher and According to Al-
the explanations of students stopped Tabany (2015), PPP
what learning is, how singing, the students contains learning
good learning is, the did what the teacher objectives, teaching
difference between instructed. The materials, teaching
active and passive learning process was methods, learning
learning, and an carried out through resources, and
various ways. The assessment of learning
understanding of the
students felt outcomes. A lesson
differences of the
enthusiastic, enjoyed plan makes learning
four instructional
the learning activities achieve maximum
terms, namely
approaches, methods,
delivered, and if they results (Rusman,
strategies, and can answer questions, 2015). PPP is a tool
learning techniques. they were given a that can help teachers
Then, the facilitator reward, for example, in be more effective in
gave examples of the form of carrying out their duties
active learning appreciative applause. and functions (Syarif,
models and practiced Shoimin (2014) 2015).
explained that teachers
them in the class. Before making
facilitate students to
Pribadi (2016) stated the plan, participants
learn so that they are
that training were given an
more free to learn.
instructor not only understanding of its
Maryanti can thus be
play the role of functions, objectives
said to be an effective
delivering materials, and components,
but also act as explanation of core
facilitator that well The researchers (Kompetensi In til KI)
facilitates the ongoing also observed and basic
learning process in Mudrikah (01/25/ 17, competencies
the training programs. 10:30 a.m.). He (Kompetensi Dasar
delivered various IKD), the principles
methods including of the preparation of
activities in the
lecturing, storytelling, special instructional
classroom were run by
question and answer, objectives (Tujuan
various learning
and demonstration in IntrL1 SlOnal Kh ususl
models and methods,
one lesson. What TI K), and the
including contextual
Mudrikah did was maximization of
learning, songs,
ideal enough since cognitive, affective,
http://journal.uinjkt.question | DOI: 10.15408/ tjems.V5i2.10622
more than 3 methods
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psychomotor aspects.
Having the teachers able toTARBIYA:
theof Education in Muslim Society, 5(2), 2018
understood in the classroom as a
principle of TIK learning environment
based on the rule of which is an aspect of
Audience, Behavior, the school
Condition, and
Degree (ABCD),
they then designed
and developed a
lesson plan in the
second session.

formulation of the
material should be
in accordance with
the learning
objectives, that is,
formulated in
sentences using
operational verbs
(Kara Kerja
and complete
elements known as
ABCD (Sumantri,
2015). Finally, the
teacher explained
and discussed the
PPP by giving
The teacher has
been able to prepare
the lesson plan well.

Educative and
dialogical learning

According to
Ladjid (2005),
teaching and learning
is a term that implies
the activities of
interaction between
the teacher and
students to achieve
the stated goals. | DOI: 10.15408/ tjems.V5i2.10622
135-134 should be
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TARBIYA: Journal of Education in Muslim Society, 5(2), 2018 | DOI: 10.15408/ tjems.V5i2.10622

131-134 This is an open access article under CC-BY-SA license (
environment that TARBIYA: Journal of Education in led to 5(2),
Muslim Society, students’
2018 teacher to students
learning media. The
needs to be purpose of this learning styles so that can make students
organized (Badrudin, session was the the teacher would be more motivated to
2014). participants could be able to determine the release all their
able to organize the appropriate learning potential in learning
SMT training
class and make the strategies. process (Irwantoro &
provided the
classroom display Appreciation given by Suryana, 2016).
materials for class
well. The participants the
management as well. Maryanti (01/25/
Class management is of this training also 17) developed the
carried out a social potential of students
an effort to empower
project, i.e. sharing the
existing class well. The teacher
potentials optimally materials that had designed and
to support the been obtained during implemented
educational the training to their learning activities in
interaction process to colleagues in their accordance with the
attain instructional schools. learning patterns of
goals (Djamarah, each student. The
2000). According to Students’ potential instructional method
Jones (2012), development embraced all
effective classroom Irwantoro and students’ learning
management Suryana (2016) styles in order to
facilitates learning by argued that students develop, think
fulfilling the should be directed to critically, and
academic needs of find out themselves, actively involved in
students, both as a solve their problems the learning process
class and and develop the in the classroom.
individuals. meaning of the Dinar also
Learning media lessons with the carried out teaching
was likewise reality of their own learning activities
explained in the lives. Learning that might boost
course of Creative atmosphere must be students’ potential by
Class. Learning media challenging, fun and paying attention to
is a tool that can be motivating as well as their needs and
used by educators in train them more to learning styles in
helping their express, explore, processing and
educational duties argue, experiment, absorbing the
(Mulyanta, 2009). create, innovate and information. Many
Participants were collaborate. methods were
given an explanation applied in one class
SMT training
ranging from the such as initial
started from
understanding, apperception, songs,
analyzing the
principles, functions, make a match, and
characteristics of
classification, various contextual learning,
students. It was
types, analysis of the for instance, in
conducted by giving
use and planning, and learning the material
the students a
also (direct practice) on UJuJ ’Azrm
http://journmaking questionnaire that
the of.php/tarbiya | DOI: 10.15408/ tjems.V5i2.10622 130-134
apostles (five most
This is an open access article under CC-BY-SA license (
respected prophets studentsTARBIYA:(Syarif,
Journal of Education in Muslim Society, 5(2), 2018
in Islam, i.e. Noah, 2015).
Abraham, Moses, The teacher
Jesus and brought pictures and
Muhammad pbh.), presented them well
made the students to the students so
very interactive. their curiosity was
They could awakened. Maryanti
understand the had high creativity in
lesson easily and felt the
happy to be
involved in the
learning process.
When the child is
happy and
comfortable with the
learning done, then
he will easily absorb
the information
conveyed by his
teacher. Materials on
learning models and
designs delivered in
the Effective Class
significantly assisted
the teachers in
developing their
students’ potential.

with students
January 25, 2017)
could deliver the
material effectively
so that two-way
communication was
established, and the
teacher provided
feedback on
communication is a
relationship between | DOI: 10.15408/ tjems.V5i2.10622
teachers and
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TARBIYA: Journal of Education in Muslim Society, 5(2), 2018 | DOI: 10.15408/ tjems.V5i2.10622

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learning process she purposeTARBIYA:
of Journal of Education
this andin Muslim Society, 5(2),their
published 2018
first session of
carried out. Teachers Reflective Class was CAR proposals in the Reflective Class,
must have creativity the participants can proceedings. In the they learned about
to support their make an assessment of definitions, models,
teaching (Shoimin, three domains, namely benefits of CAR, and
2014). Students were cognitive, affective in the second session,
given the opportunity and psychomotor they designed and
to ask questions assessments. The developed CAR
about anything and teacher utilize the proposals.
when they had inputs from students
In SMT training,
difficulty in and reflect on them to
there were three main
completing their improve further agenda and focuses
tasks, and the teacher learning. The teacher in improving the
provided guidance so wrote them in pedagogical
the students know learning journals and competence of
how to ask. Teachers designs. Syarif (2015) teachers in Bogor
are mediators posited that the results Regency, namely
(Badrudin, 2014). of evaluation can be lecture, social
used as feedback so project, and
Assessment and that they can be used Classroom Action
evaluation as a basis for policy Research (CAR). The
Rusman (2015) making in improving details were as
asserted that the quality of follows:
authentic assessment learning.
is a variety of SMT training Lecture
assessment methods also gave the material
that allow students to Lecture was a
on CAR proposals in
demonstrate their learning process
session 1 and 2 of the using two- way
ability to complete Reflective Class. The
tasks and solve
teachers observed the between facilitators
problems. Authentic problems they faced
assessment should be and participants
in their classroom, regarding the
able to describe what and then they
attitudes, skills and instructional
reflected on them to materials in
knowledge have been design a CAR
obtained by the Effective, Creative
proposal until it could and Reflective
students, how they be published in the
apply their Classes. According to
proceedings of the Kaswan (2016),
knowledge, and in learning journal
what ways they have training materials
(CAR journal). must be meaningful.
been able to apply Before being
their learning Training materials
published, their must be relevant to
acquisition. proposals were tested
the realization of the
SMT training and assessed by the training objectives
provided the facilitators. Having
(Musfah, 2012). The
materials on authentic tested, the teachers facilitators also
assessment. The then revised, printed | DOI: 10.15408/ tjems.V5i2.10622
provided materials
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with very good TARBIYA:
excited in Journal of Education in Muslim Society, 5(2), 2018
methods. the lectures.
The methods
used by the
facilitators were
adequate enough.
This is inseparable
from their role in
teaching the course
materials, in which
the learning
methods comprised
80% practice and
only 20% for
theories, the
materials therefore
can simply be
applied by the
teachers in teaching
their students.
In Parung, the
score obtained was
97% and in
Bojonggede was up
to 98%. Participants
were very satisfied
with the way the
facilitators delivered
the lectures. Based
on the observation
during the training,
the facilitators
applied fun
methods, such as
giving interesting
stimuli, providing
games and
techniques that used
relevant to the
materials, and
learning media, so
that the trainees
were notal.uin
bored and .php/tarbiya | DOI: 10.15408/ tjems.V5i2.10622
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TARBIYA: Journal of Education in Muslim Society, 5(2), 2018 | DOI: 10.15408/ tjems.V5i2.10622

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Social project TARBIYA: Journal of Education in MuslimofSociety,teaching
scores 5(2), 2018 The average
helpful for the
observation before and score in phase 1of the
The social teachers in
after attending the teaching observation,
project was a part of SMT training.
reflective action in before getting the
the SMT training
teaching learning training, was 72. What
series. This social
process. The teachers the facilitators had
project at SMT of SRI
could notice their delivered during the
XXIV gave a more
instructional lecture was put into
emphasis on the
weaknesses. They practical use. The
socially educational
therefore fixed the teachers were able to
project. The teachers
weaknesses to improve apply their
were able to conduct pedagogical
the quality of
educative and competence in the
learning, so the
dialogical teaching
students could easily classroom learning.
learning activities
absorb the lessons and During the first
and to communicate
their learning observation, after
them well to the
outcomes increase. carrying out teaching
Students can learn activities, the teachers
from mistakes, and and facilitators
Classroom Action reflected on what
Research (CAR) teachers must take full
advantage of that was not good and
In the opportunity in the needed to be
implementation of classroom (Wuttke & improved, and what
SMT training, having Seifried, 2017). good that must be
learned CAR maintained.
materials in In the second
Reflective Class, the Competence phase of teaching
teachers conducted Development observation (after
CAR in his teaching attending the training),
The development
activities. Then, they there was a
of teachers’
discussed their significant increase,
research proposals rose by 82. The
competence in Bogor
with the facilitators teachers applied the
Regency can be seen
prior to their CAR training materials
through teaching
were tested and very well. There was
observation activities.
presented. After the a 10% increase in their
Teaching observation
proposals were pedagogic
in SMT training was
examined by the competence.
held twice in three
examiners, they
months of the 22 out of 33
revised their
training. This teachers who had
proposals. These
CAR works were observation aimed to attended SMT
furthermore see how the teachers training could
published into the developed their improve their
teaching after pedagogical
proceedings of
following the competencies with
learning journal.
lectures. The excellent skills and
This was very | DOI:
get 10.15408/
133-134 following were the mark,
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Accomplished. totalTARBIYA:
of 22Journal
fromof Education
33 in Muslim Society, 5(2), 2018
Moreover, 9 teachers received
teachers received excellent marks; 9
Proklcient or were teachers performed
very good at very well in applying
applying the pedagogic
pedagogic competence; 1 teacher
competence in their got a good mark; and
teaching. 1 teacher another teacher
got the mark, needed more
Developing, or good improvement.
enough and only 1
teacher obtained
Need ImpYOVlng.
From the total
number of teachers
attended the
training, 31 teachers
or 94% of them
were able to carry
out their
competence well.
SMT training had
thus an
contribution in
developing the
competence of
teachers in Bogor

First, the SMT
training comprised
lectures, social
project, and
Classroom Action
Research (CAR).
Second, the SMT
training was able to
improve the
competence of
teachers with
A .php/tarbiya | DOI: 10.15408/ tjems.V5i2.10622
satisfactory 134-134
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133-134 This is an open access article under CC-BY-SA license (
TARBIYA: Journal of Education in Muslim Society, 5(2), 2018
Some suggestions Pendidikan FIP Djamarah, S. B.
Jogjakarta: Ar-
can therefore be made. SNP, (2002). Guru
y ()). Ruzz Media. dam Anak
Firstly, the training
graduates performed Brundett, M., & Didik dalam
Al-Tabany, T. I. B.
the pedagogic Silcock, P. Interaksi
competence very well, (2002). Ach! fidukatif.
so that the SRI ev1ng Jakarta:
program should be Competence, Rhineka Cipta.
better maintained and Success and Fathurrohman, P., &
the number of teachers Excellence In Suryana, A. A.
ProgresiL dam
teaching. (2012). Guru
attending the training KontekstuA:
London: ProLesional.
ought to be increased. Konsep,
Routledge Bandung: Refika
Second, the teachers L:ind:is:in d:in Aditama.
Implementasin Palmer.
should consistently Irwantoro, N., &
practice the ya pada
Suryana, Y.
Kurikulum 2013.
knowledge and skills (2016).
obtained through the Kompetensi
training, and share Pedagogik.
them with the others. Surabaya:
Arnesen, A. L. (2010). Genta Group
Third, schools are to
POlicies find Production.
provide opportunities
PraCtices %r
for teachers to take Jones, V., & Jones, L.
part in both paid and (2012).
unpaid training as an Manajemen
Diversi ty. Y
event to upgrade Kelas
rench: Council
themselves. And, KomprehensiL.
of Europe
finally, the local Jakarta:
governments should Kencana.
Atwi, M. S. (2014).
provide similar Kartika, A. S. (2014).
training in their Analisis
regions, especially Karakteristik
those that have never Gaya Belajar
Panduan Para
held the training. VAK (Visual,
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